This paper presents the findings of VR Kaleidoscope, a community-based educational project involving young people from disadvantaged backgrounds in the creation of 360-degree films for Virtual Reality (VR). The project aimed to provide the participants with the tools to offer insights into their worlds, by enabling them to produce immersive films. The research around the project resulted in empirical evidence, through qualitative interviews and VR projects, of the potential impact of VR in Critical Media Literacy settings. This approach aims at encouraging ‘marginalised or misrepresented people' to tell stories that ‘express their concerns' (Kellner and Share . ‘Critical Media Literacy, Democracy, and the Reconstruction of Education’. In Media Literacy: A Reader, edited by D. Macedo, and S. R. Steinberg, 3-23. New York: Peter Lang Publishing). VR lends itself for thinking about, and representing, ‘space' and ‘place' in new ways, due to its immersive potential. The young people were provided with VR training in order to create their own 360-degree films responding to the theme ‘What does place mean to you?’. The project sheds light on the technological, relational and experiential aspects of VR practice and aspires to prompt media educators, filmmakers and community groups to collaborate using VR.
Bibliographical noteThis is an Accepted Manuscript of an article published by Taylor & Francis in Media Practice and Education on 21/10/2019, available online: http://www.tandfonline.com/10.1080/25741136.2019.1681223
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- Virtual reality